| It seems that most studies of teaching spelling | | | | English is only partially phonetic. Rote memory can |
| begin at the same place: a child's understanding of | | | | help. If a student has a printed list of the 100 or |
| communication begins with sound. From infancy | | | | 200 most common words in his writing folder it |
| they are surrounded by sounds, which become | | | | will serve as a reference source until the correctly |
| words. As they are exposed to printed text, they | | | | spelled word can be visualized. |
| learn to associate phonemes, the sounds they | | | | One of the important components of teaching |
| here with graphemes, the visual representation of | | | | spelling is discussion of spelling patterns. All of the |
| those words. | | | | lessons we learned about long A's and short A's |
| Toddlers who are exposed to the alphabet are | | | | still apply. Showing a classroom that ea and ee |
| usually fascinated with the letters. Once they | | | | both produce the long E sound will help a student |
| have learned the names of the letters, they can | | | | sound words out and also narrow the possibilities |
| begin to invent spellings. | | | | for spelling an unfamiliar word. |
| Students entering the first grade will have | | | | Some of us are born spellers; some born |
| developed their invented spelling. At this grade | | | | mis-spellers. It seems to be as simple as that, |
| level when they begin to read, teaching spelling | | | | although dyslexia seems to be much more |
| becomes a critical part of the process. Reading | | | | common than originally thought when it was first |
| along with a spoken text will extend their grasp | | | | diagnosed. By the middle of the elementary |
| of letters and help them understand the | | | | grades, it will be clear that spelling ability varies |
| complexities of certain sounds and their related | | | | greatly among students and that often it has little |
| spellings. | | | | to do with native intelligence. |
| Teaching spelling begins with lots of reading. If the | | | | At this juncture, the most important traits for |
| student needs help, that's just encouragement to | | | | teaching spelling are patience and compassion. It is |
| keep on reading. Hand in hand with this early | | | | important to keep away or take away any |
| process is frequent writing assignments. Made up | | | | stigma associated with the problem. |
| spellings are the precursor to correct spellings, but | | | | Teaching spelling to problem spellers may become |
| the student has to be comfortable with the | | | | a process of teaching the importance of |
| process. | | | | proofreading. That's not a common process with |
| A suggested website to check out is: | | | | elementary and secondary students but it may |
| Transitioning to proper spelling is another critical | | | | become an important one for a student who |
| point in the process of teaching spelling. Reading | | | | struggles with spelling. |
| helps, but it is not the complete answer since | | | | |